Journal articles on the topic 'Schedules (Schools)'
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Medaille, Ann. "Flexible Scheduling May Have a Positive Impact on School Library Circulation." Evidence Based Library and Information Practice 6, no. 1 (March 16, 2011): 64. http://dx.doi.org/10.18438/b8mg86.
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A Review of:
Gavigan, K., Pribesh, S., & Dickinson, G. (2010). Fixed or flexible schedule? Schedule impacts and school library circulation. Library and Information Science Research, 32(2), 131-37.
Objective – To determine whether a significant, positive relationship exists between flexible scheduling in elementary school library media centers and per-pupil circulation statistics.
Design – Online survey.
Setting – Library media centers in public elementary schools in two states of the United States.
Subjects – A total of 88 elementary school library media specialists completed the survey.
Methods – A 22-question online survey was created using Inquisite software. A link to the survey was sent via e-mail to a 600-person random sample of public school library media specialists whose names were drawn from the memberships of the North Carolina School Library Media Association and the Virginia Educational Media Association, with combined memberships totalling approximately 2,000. A random sample of 600 was chosen to provide a 95% confidence level with a confidence interval of plus or minus three points. The survey included questions about school schedules (flexible, partially flexible, or fixed), collection size, circulation statistics, total student enrolment, school type (elementary, middle, or high), school location (urban, rural, or suburban), percentage of students eligible for free and reduced price lunch, numbers of full-time professional library media specialists employed at the school, access procedures, and library closure information. The survey response rate was 29.3% (176 respondents). Because fixed versus flexible scheduling is an issue that primarily affects elementary schools, the authors further narrowed their subject pool to 88 elementary school respondents. Data were analyzed using SPSS 16.0 statistical software. Correlation analysis, including the analysis of covariance (ANCOVA), was used to compare differences in the three scheduling types and to control for other variables (such as location, socioeconomic status, collection size, staffing, days closed, and others) that may affect circulation.
Main Results – Of the 88 elementary school responses, 33 (38%) had fixed schedules, 44 (50%) had partially flexible schedules, and 11 (13%) had totally flexible schedules. Fifty-three schools supplied data regarding per-pupil check-out, and the average number of books checked out per student per year was 52, across all types of schools. The number of book check-outs per pupil differed according to schedule type. Students in schools with fixed schedules checked out an average of 51 books per year, those in schools with partially flexible schedules checked out 46 books per year, and those in schools with totally flexible schedules checked out 71 books per year. When the authors adjusted the data for other factors affecting circulation (such as location, socioeconomic status, collection size, staffing, and others), they found that students in schools with fixed schedules checked out 57 books per year, those in schools with partially flexible schedules checked out 68 books per year, and those in schools with totally flexible schedules checked out 102 books per year. The authors concluded that schedule accounts for 21% of variation in the rate of book check-out per pupil.
Conclusion – These results suggest that the type of schedule used in elementary school library media centers does have a significant relation to circulation statistics. Specifically, when library media centres employ flexible scheduling, students are likely to check out more books per year on average. Although these results are not generalizable, this study provides much-needed research into the relationship between scheduling and circulation, and establishes a basis for further studies in this area.
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Perreault, George, and Nancy Isaacson. "Learning from Schools with Restructured Schedules." Clearing House: A Journal of Educational Strategies, Issues and Ideas 69, no. 5 (June 1996): 265–67. http://dx.doi.org/10.1080/00098655.1996.10114313.
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Dorji, Karma, Phuntsho Norbu, Ugyen Lhendup, and Bhoj Raj Rai. "Class schedules from international practices to the Bhutanese context: A review of literature." Mediterranean Journal of Social & Behavioral Research 7, no. 2 (May 1, 2023): 51–57. http://dx.doi.org/10.30935/mjosbr/12806.
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The class schedule is one of the most important determinants of students’ academic achievement. In the face of a rising tide of competency-based curricula, there are calls that urge schools to reschedule class structure from a traditional mode to systems that can lend larger blocks of time. As Bhutan recently implemented competency-based curricula, it appeared quite reasonable that there should be a system that allows larger blocks of time in each class. This narrative overview was, thus, carried out to examine the trends of class schedules world-wide and provide insights, if any, to contextualize into Bhutanese setting. The study searched literature from Scopus, ERIC, and Google Scholar supplemented by random search from search engines and citations of the articles retrieved. 81 articles met the criteria for review and analysis after screening out using a set of inclusion and exclusion criteria. The practices, including traditional schedule, 4×4 block schedule, A/B block schedule, hybrid block schedule, trimester plan, Copernican schedule, interdisciplinary block schedule, and one-subject-a-day schedule appeared in most of the articles reviewed. It emerged that 4×4 and A/B block schedules are far more popular than other class schedules practiced effectively with supporting empirical evidence. Findings from this review have implications to the way the class schedules are organized in Bhutanese educational settings. The implications that need urgent attention by relevant agencies are discussed.
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Veal, William R., and James Schreiber. "Effects of Block Scheduling." education policy analysis archives 7 (September 19, 1999): 29. http://dx.doi.org/10.14507/epaa.v7n29.1999.
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This study examined the effects of a tri-schedule on the academic achievement of students in a high school. The tri-schedule consists of traditional, 4x4 block, and hybrid schedules running at the same time in the same high school. Effectiveness of the schedules was determined from the state mandated test of basic skills in reading, language, and mathematics. Students who were in a particular schedule their freshman year were tested at the beginning of their sophomore year. A statistical ANCOVA test was performed using the schedule types as independent variables and cognitive skill index and GPA as covariates. For reading and language, there was no statistically significant difference in test results. There was a statistical difference mathematics-computation. Block mathematics is an ideal format for obtaining more credits in mathematics, but the block format does little for mathematics achievement and conceptual understanding. The results have content specific implications for schools, administrations, and school boards who are considering block scheduling adoption.
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Katitia Melita David, Edward Tanui, and Florence Oruta. "Determining the extent of ICT implementation and use in financial management of Secondary Schools in Kajiado County, Kenya." Editon Consortium Journal of Business and Management Studies 1, no. 1 (September 30, 2019): 18–27. http://dx.doi.org/10.51317/ecjbms.v1i1.45.
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The objective of the study was to determine the extent of ICT implementation and use in financial management of Secondary Schools in Kajiado County, Kenya. Descriptive survey design was adopted for this study. The target population for this study was the 61 public secondary schools’ principals, 1220 teachers, 610 students, 25 ICT teachers, 6 Sub-county Directors of Education in the 6 Sub-counties and 1 County Director of Education in Kajiado County. The study used 30% of the accessible population as sample size. The sample size for this study was 18 principals, 366 teachers, 8 ICT teachers,183 students, 2 Sub- county Directors of Education and 1 County Director of Education. This study used questionnaires, Observation schedules and interview schedule as tools for data collection. The questionnaires were administered to Principals, teachers and ICT coordinators while interview schedules were administered to the students, Sub-county Directors of Education and the County Director of Education. The pilot test was carried at the schools with similar characteristics to those sampled through random sampling. Instrument reliability was determined through test- retest method. Cronbach alpha was used to test the internal reliability of the measurement instrument. The study concluded that most of the public secondary schools in Kajiado County had not embraced ICT in various areas of administration. Based on the findings, the study recommends that proper technology should be put in place by purchasing of the required ICT facilities in schools to enhance management of schools using the current technology.
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Das, Satyabrata. "STATUS OF KASTURABA GANDHI BALIKA VIDYALAYAS IN KALAHANDI DISTRICT." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 9, no. 46 (August 1, 2021): 11390–99. http://dx.doi.org/10.21922/srjhsel.v9i46.6649.
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Our country India possess great diversity as far as socioeconomic status of the people is concerned. People from various minority communities like Scheduled Caste, Scheduled Tribe etc. are major contributor to rural population. These people are integral part of the society. Kasturaba Gandhi Balika Vidyalayas (KGBVs) are established under Government of India and Department of School and Mass Education, Government of Odisha in the year 2004. They are working actively to bring the change the socio-economic standard of people living in tribal belt of Odisha. So the present study is carried out to investigate the 1. Status of. Kasturaba Gandhi Balika Vidyalayas in Kalahandi District with regard to Number of Schools, Availability of physical facilities, Availability of Teaching Aids, Evaluation procedures 2. Studied the problems faced by Heads of the Institutions, teachers , students in KGVB. Descriptive Survey Method is used in the present Study. Out of 13 Kasturaba Gandhi Balika Vidyalayas of Kalahandi district, 5 Kasturaba Gandhi Balika Vidyalayas were selected randomly. Interview schedules, Questionnaire Used as Tools. Data collected through both interview schedule and questionnaire were analysed using frequencies and percentage. The information obtained by the investigator revealed that majority of schools had Good Infrastructure, teaching staff, good curriculum transaction, but some had lacking of those facilities. The quality of teaching most of the school were disturbed by not having proper internet connection, poor teaching members etc. So the Government should give proper attention towards KGBV to enhance its quality education.
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Omariba, Alice, Bernard Lawrence Ong’amo, and Samson Rosana Ondigi. "EXTENT OF USE OF BIOLOGY INSTRUCTIONAL RESOURCES AND EFFECT ON STUDENTS ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS IN SIAYA COUNTY – KENYA." International Journal for Innovation Education and Research 5, no. 7 (July 31, 2017): 118–41. http://dx.doi.org/10.31686/ijier.vol5.iss7.723.
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This study sought to find out the extent of use of biology teaching and learning resources and how it affects students’ academic performance. The study was carried out in public secondary schools in Siaya County. The researcher used a sample of twenty-three schools drawn from ninety two public secondary schools selected through stratified random sampling. Teacher respondents were purposively or randomly sampled. Purposive sampling was used to choose the most experienced biology teacher from two or more teachers teaching form two classes. Where there existed more than one long serving and experienced teachers teaching form two classes, random sampling was employed to pick one of them for interview. Student respondents were chosen through random sampling in single sex schools and stratified random sampling in mixed schools. Head teachers from each of the sampled schools were selected for personal interview. The data were collected using questionnaires, checklists, observation schedules and interview guides. Observation schedules were used by the researcher to ascertain use of resources by teachers and learners and the resultant tests used to determine the score differences in achievement between classes frequently taught using resources and those rarely taught using resources. Interviews with head teachers were used to countercheck the information given by teachers and students on utilization of resources. The findings of the study established that audio-visual resources were least usedin schools. The resources were mainly bought by the headteachers. The researcher’s assessment during live lesson teaching using observation schedules showed that students frequently taught using resources performed better than those rarely taught using the resources. The research also established that frequent use of resources was not the only factor determining high student’s academic performance but other factors like teacher’s qualification, pedagogy, attitudes and students’ entry behaviour also played a role in realizing improved academic performance in students.
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Wishnitzer, Avner. "Teaching time: Schools, schedules, and the Ottoman pursuit of progress." New Perspectives on Turkey 43 (2010): 5–32. http://dx.doi.org/10.1017/s0896634600005756.
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AbstractThe gradual implementation of new pedagogical methods in Ottoman schools during the second half of the nineteenth century brought about significant changes in the organization of teaching time. The first part of this paper focuses on some of these changes and demonstrates that the adoption of time-tabled instruction facilitated increased levels of surveillance and centralization, and a more efficient pedagogical process. The same temporal constructs also served as an implicit curriculum, imbuing students with a keen time consciousness. The effect of the structure, I maintain in the second part of the article, was reinforced by time-related educational contents. Late Ottoman textbooks attached moral value to regularity, punctuality and efficiency and weaved such traits, now praised as virtues, into the ideological agendas of both the Hamidian and the Young Turk regimes. Thus, through the mutual reinforcing effect of form and content, the Ottoman education system contributed to the formation of new elites that identified temporal order with ideas of progress and patriotism, as well as authoritarianism. Similar time-related material was taught to female students in an attempt to mobilize them for the Ottoman project of modernization, while constantly reminding them of the limited roles they could actually play in that project.
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Nyatuka, Benard Omenge, and Eleanor Maud Lemmer. "Home-School Communication Practices in Primary Schools in Kenya." Journal of Education and Training 5, no. 1 (February 23, 2018): 22. http://dx.doi.org/10.5296/jet.v5i1.12703.
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Effective two-way communication between the parents and schools is crucial in realizing meaningful learning among children. However, home-school communication was reported to be poor, especially among primary schools in Kakamega County, Kenya. Thus, this study sought to ascertain the effectiveness of family-school communication practices in these schools. A literature review concerning family-school communication and interviews were conducted. Twelve parents, thirteen Parent Teacher Association (PTA) chairpersons and ten District Quality Assurance and Standards Officers (DQASOs), as being information-rich informants, were purposively sampled for the interviews. Semi-structured individual interviews, guided by interview schedules were used. The presentation of the relevant data was done in a narrative format substantiated by verbatim quotations. The findings revealed inadequacies in as far as home-school communication was concerned. It was established that the family-school communication practices in the county were largely ineffective. The findings could be used to improve practice with intent to enhance meaningful learning among the children.
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Dorman, Sandra C., Alain P. Gauthier, Michelle Laurence, Laura Thirkill, and J. Lynn Kabaroff. "Photographic Examination of Student Lunches in Schools Using the Balanced School Day Versus Traditional School Day Schedules." ICAN: Infant, Child, & Adolescent Nutrition 5, no. 2 (February 14, 2013): 78–84. http://dx.doi.org/10.1177/1941406413476547.
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Yun, Young Hyun, Dong Hyun Jo, Su Kyoung Jeon, Hyeok Yi Kwon, Yu Mi Jeon, Dong Hoon Shin, and Hyung Jin Choi. "The impact of the modified schedules of anatomy education on students’ performance and satisfaction: Responding to COVID-19 pandemic in South Korea." PLOS ONE 17, no. 4 (April 11, 2022): e0266426. http://dx.doi.org/10.1371/journal.pone.0266426.
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Background The coronavirus disease 2019 (COVID-19) pandemic substantially undermined medical education and healthcare systems. Owing to the pandemic in South Korea, most medical schools needed to be flexible when conducting online and offline classes, but the guidelines did not reflect the specificity of medical schools. This study described the impact of modified anatomy education schedules at the Seoul National University College of Medicine (SNUCM) on students’ academic performance and satisfaction. Methods Anatomy education in SNUCM is divided into three regional units (the upper and lower limbs, trunk, and head and neck). Owing to the COVID-19 pandemic, the schedule was mixed with simultaneous and rotating schedules. The authors conducted exceptions for online lectures, cadaver dissections, and written and practical examinations in three classes of approximately 50 students each. Furthermore, the authors assessed students’ performance using three sets of written and practical examinations, and students completed a questionnaire regarding modified anatomy laboratory schedules. Results Despite the pandemic events in Seoul and South Korea during the laboratory sessions, all sessions were completed without any confirmed COVID-19 cases among the students, faculty, and staff. Most of the scores on the written and practical examinations significantly decreased in 2020 compared to those in 2019. However, in the trunk session that used the virtual anatomy application, the score on the practical examination in 2020 was significantly higher than that in 2019. Over 70% (79 and 77 out of 105 respondents on the upper and lower limbs and trunk, respectively) and 53% (55/105) students reported that there were no significant difficulties in studying anatomy in a face-to-face laboratory. Conclusions In conclusion, an adequate education program for cadaver dissection should be developed and provided to overcome the pandemic restrictions. The study findings could serve as a reference for anatomy education during the COVID-19 pandemic.
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Simiyu, Carolyne Nabwoba. "TEACHERS’ PREPAREDNESS TOWARDS IMPLEMENTATION OF FREE PRIMARY EDUCATION IN BUNGOMA COUNTY, KENYA." International Journal for Innovation Education and Research 7, no. 2 (February 28, 2019): 210–20. http://dx.doi.org/10.31686/ijier.vol7.iss2.1341.
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The launch of the Free Primary Education (FPE) in 2003 by the Kenyan government lead to an increase in enrolment of learners in primary schools which posed a challenge to the teacher preparation of handling large number of learners. This paper therefore discusses teacher preparedness with reference to FPE in Bungoma East District in Kenya. A descriptive survey design was used in this study. The target population was head teachers, teachers and the school management committee chair persons. Since there are rural and urban schools, stratified sampling was done to get a more representative sample. Instruments for data collection were questionnaires, interview schedule, and document analysis and observation schedules. Most teachers feel inadequate in handling challenges of FPE on resource utilization due to inadequate in-service programmes. The findings will inform the policy makers in making informed decisions towards proper teacher preparation for FPE implementation.
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Dayal, Devi. "Bedtime levothyroxine administration is an attractive option for children with hypothyroidism." International Journal of Contemporary Pediatrics 5, no. 2 (February 22, 2018): 684. http://dx.doi.org/10.18203/2349-3291.ijcp20180584.
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Levothyroxine is traditionally administered before breakfast in the morning as its absorption is greater on an empty stomach as compared to a non fasting state. Current recommendations suggest that levothyroxine should be taken one half to one hour before breakfast and at least four hours before or after taking drugs that are known to interfere with absorption. However, distancing the administration of levothyroxine from food intake or interacting drugs may be inconvenient for patients with unpredictable or variable morning schedules and hence compliance with standard recommendations may be problematic. The morning schedules are even tighter in children due to the school timings with most schools beginning at 8 AM and children often having to leave for school by 7.30 AM. Thus maintaining the desired time gap between morning levothyroxine intake and the breakfast meal is often difficult for parents of children with hypothyroidism. In this regard, an alternative schedule for levothyroxine administration that avoids the morning hours is desirable for children with hypothyroidism. The study by Radhakrishnan et al, in the November-December issue of IJCP is therefore an interesting read.
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Sampath Kumar, B. T., and M. T. Basavaraja. "Computer access and use: understanding the expectations of Indian rural students." Quality Assurance in Education 24, no. 1 (February 1, 2016): 56–69. http://dx.doi.org/10.1108/qae-03-2014-0012.
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Purpose – This study aims to understand the expectations of rural students with respect to their computer access and use. It also made an attempt to learn the expectations of rural students from their schools and local government in providing the information and communication technology (ICT) infrastructure. Design/methodology/approach – Interview schedules were used to collect the necessary data from the rural students. The interview schedules consisted of various questions that were designed to elicit the expectations of rural students in terms of their usage of computers. A total of 300 interview schedules were collected from the students, and data were analyzed using Statistical Package for the Social Sciences (Windows 19.0 version) to test the formulated hypothesis. Findings – This study clearly showed that 72 per cent of female and 63.33 per cent of male students have not used a computer. Most of the students opined that lack of support from teachers (91.57 per cent = Male, 94.25 per cent = Female) and non-availability of computers at home and schools (82.10 per cent = Male, 80.55 per cent = Female) were the main reasons for not using the computer. A notable finding of the study was that 93.68 per cent of male and 95.37 per cent of female students were interested in using a computer. Most of the students opined that the state/local government should establish computer laboratories and provide Internet facilities in rural schools. Originality/value – This paper has provided useful empirical data regarding the expectations of rural students with respect to their access and use of computers. The results of this study will be more helpful to school authority and government in providing necessary ICT infrastructure to rural schools.
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Sampath Kumar, B. T., M. T. Basavaraja, and R. Gagendra. "Computer literacy competencies among Indian students: the digital divide." Asian Education and Development Studies 3, no. 3 (September 30, 2014): 267–81. http://dx.doi.org/10.1108/aeds-03-2014-0007.
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Purpose – The purpose of this paper is to investigate computer literacy competencies among rural and urban students in India and its prime objectives are to find out: how rural and urban students use computers, what is the purpose of computers for these students and what problems have the students encountered while using computers. Design/methodology/approach – Scheduled interviews were conducted to collect necessary data from rural and urban students. The interview schedules consisted of various questions designed to elicit details about the students’ use of computers. A total of 600 interview schedules were collected and data were analyzed using Statistical Package for the Social Sciences for windows to test the formulated hypothesis. Findings – The findings of the study indicate that the infrastructural facilities varied among rural and urban schools. Another notable finding of the study was that majority (91.33 percent) of urban students used computers compared to a significantly less percentage of rural students (32.33 percent). Most rural students have not used computers mainly because they do not know how to (49.75 percent) followed by lack of support from teachers (48.76 percent) and non-availability of computers in their schools (48.27 percent). Electrical power failure was another major problem faced by both urban students (31.75 percent) and rural students (40.20 percent). Originality/value – This study attempted to learn about the computer literacy competencies among the students and the digital divide in Indian schools. On the basis of the findings, the study has recommended guidelines to bridge the digital gap. These findings and recommendations will potentially be helpful to school authorities and the government in order to take the necessary measurements to bridge the digital gap between the rural and urban students.
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Febriani, Luna, and Kiki Listari. "Adaptasi dan Inovasi Kegiatan Belajar Mengajar selama Pandemi pada Sekolah Luar Biasa di Provinsi Kepulauan Bangka Belitung." Sustainable Jurnal Kajian Mutu Pendidikan 5, no. 1 (June 19, 2022): 58–67. http://dx.doi.org/10.32923/kjmp.v5i1.2322.
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Education is one of the sectors that has been significantly affected by the Covid-19 pandemic. In the past, education was mostly done by learning in class or face-to-face, but when there was a pandemic, education was mostly done online which was bridged by gadgets. In addition, if the teaching and learning process is carried out directly, it will be divided into schedules to avoid crowds. Changes in education then make schools, teachers and students have to be able to adapt, especially in special schools that have students with special needs considering the process of teaching children with special needs is not easy. This research examines the strategies and innovations carried out by special schools in the Province of Bangka Belitung Islands. The research method used is a qualitative research method by using the sociological perspective of education to analyze the results of the research. The conclusion shows that during the pandemic, special schools in the province of Bangka Belitung Islands made adaptations and innovations in teaching and learning activities adapted to pandemic conditions. Adaptations and innovations carried out include learning carried out at home, dividing schedules or incoming shifts for students, forming groups of covid response officers whose members involve students, making drinks to ward off Covid from school gardens and others.
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Soita, Moses Wekesa, and Protas Fwamba Khaemba. "Preparedness of Schools Management Boards in Curriculum Implementation in Public Primary Schools in Bungoma County, Kenya." East African Journal of Education Studies 3, no. 1 (August 26, 2021): 233–45. http://dx.doi.org/10.37284/eajes.3.1.392.
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This paper investigates Curriculum Implementation in Public Primary Schools by the Management Boards in Tongeren Sub-County, Bungoma County, Kenya. The study objective was to establish the preparedness of the school management boards in curriculum implementation. The sample size for the study was 136 where Board members were 92 while teaching staff were 44. The study adopted both qualitative and quantitative research designs. Data was collected through questionnaires and interview schedules. The questionnaire was used on the education officers, the headteachers, and teachers, while the interview schedules were used on the School Management Boards. Descriptive and inferential analysis techniques were used to analyze the collected data. Cronbach Alpha’s measure of internal consistency yielded a reliability coefficient of 0.756 on the questionnaire. Qualitative data collected were analyzed thematically. Quantitative data gathered from the field survey was analyzed using regression on SPSS version 25. The study noted that 96.8% of the school management boards were not initially trained in curriculum implementation by Kenya Education Management Institute (KEMI). Findings further indicate that the correlation coefficient (R-value) for the model was 0.151, indicating a low positive relationship between the variables. The Coefficient of determination (R2) was 23%, implying that the studied variables accounted for 23% variability in the curriculum implementation in public primary schools at a 95% confidence interval. This was an indication that members of the school management boards were unlikely to oversee proper curriculum implementation for lack of management skills. Sensitization and organization of regular in-service courses for school management boards on matters of curriculum implementation are recommended.
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Espinoza, Óscar, Luis Gonzalez, and Noel McGinn. "Second chance schools: background, training and current instructional practices of teachers." International Journal of Comparative Education and Development 24, no. 1 (November 2, 2021): 37–53. http://dx.doi.org/10.1108/ijced-04-2021-0037.
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PurposeThe objective of the present study was to assess which teachers hired to teach secondary school dropouts are most likely to adapt their practices to match their students' characteristics. Chile recently initiated a system “second chance” schools for dropouts. Most of the teaching staff were recruited from the secondary schools from which the students had withdrawn. There was little variation in instructional practices or schedules. The second chance schools provide intensive instruction, small classes and flexibility in schedules and sequence of courses. The study sought to identify the teachers most likely to adapt old practices or learn new ones in order to provide students a different educational experience than that offered in conventional secondary schools.Design/methodology/approachThe sampling design for this study was developed by the Statistics Department of the Ministry of Education. Taking enrollment into account, they randomly selected second chance schools from 13 of Chile's 16 regions. Then, they randomly selected 617 teachers from 38 of the selected schools. The teachers were invited to respond to a self-administered survey questionnaire that covered beliefs about and attitudes toward dropouts, and frequency of use of different teaching methods. The analytical procedures used include nonparametric correlations and logit regression.FindingsTeaching methods in the second chance schools are influenced mostly by type of in-service training and not by student characteristics. Most teachers expect most students to graduate; teachers with more years of teaching are the least optimistic.Originality/valueRelatively little research on second chance schools has been published in Latin America. The Second Opportunity Schools are the first effort in Chile to provide public secondary school to dropouts. The study provides detailed information about background and training linked to current teachers' instructional practices. The findings suggest actions that can be taken to improve the new schools.
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Martínez-Andrés, María, Raquel Bartolomé-Gutiérrez, Beatriz Rodríguez-Martín, María Jesús Pardo-Guijarro, Miriam Garrido-Miguel, and Vicente Martínez-Vizcaíno. "Barriers and Facilitators to Leisure Physical Activity in Children: A Qualitative Approach Using the Socio-Ecological Model." International Journal of Environmental Research and Public Health 17, no. 9 (April 27, 2020): 3033. http://dx.doi.org/10.3390/ijerph17093033.
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Despite the benefits of engaging in physical activity during their leisure time, children do not meet the recommendations on physical activity. Following the socio-ecological model as a theoretical framework, the aim of this study was to determine the barriers and facilitators that influence physical activity participation in children’s leisure time. Data collection was conducted through focus groups and individual drawings in a sample of 98 eight- to eleven-year-olds from six schools in Cuenca (Spain). Following the socio-ecological model, individual characteristics (age and sex), as well as the microsystem (parents and friends), mesosystem (timing and out-of-school schedule) and exosystem (safety and weather) influence physical activity participation. The relationships between these levels of the socio-ecological model reveal that opportunities for leisure physical activity are determined by children’s schedules. This schedule is negotiated by the family and is influenced by parents’ worries and necessities. This is the main barrier to physical activity participation due to the creation of more restrictive, sedentary schedules, especially for girls. Our results show the elements required to develop successful strategies to increase physical activity opportunities, namely, focusing on giving children the opportunity to choose activities, raising parents’ awareness of the importance of physical activity and improving the perceived safety of parks, taking into consideration the gender perspective.
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Edward Tanui, Katitia Melita David; Florence Oruta;. "Analysing the Extent of ICT Implementation and Use in the Administration of School Records in Kajiado County, Kenya." Editon Consortium Journal of Curriculum and Educational Studies 1, no. 3 (October 30, 2019): 94–108. http://dx.doi.org/10.51317/ecjces.v1i3.103.
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The purpose of this study was to analyse the extent of ICT implementation and use in the administration of school records in Kajiado County, Kenya. Descriptive survey design was used. The target population was 61 public secondary schools’ principals, 1220 teachers, 610 students, 25 ICT teachers, 6 Sub-county Directors of Education and 1 County Director of Education in Kajiado County. The sample size for this study was 18 principals, 366 teachers, 8 ICT teachers, 183 students, 2 Sub-county Directors of Education and 1 County Director of Education. This study used questionnaires administered to Principals, teachers and ICT coordinators, observation schedules and interview schedule administered to the students, Sub-county Directors of Education and the County Director of Education as tools for data collection. The pilot test was done in schools with similar characteristics to those sampled through random sampling. All the respondents were seven principals of public secondary schools. Validity was determined by pre-testing of data collection tools while reliability through test-retest method. Cronbach alpha was used to test the internal reliability of the measurement instrument. Drop and pick methodology was adopted for data collection. The findings showed that use and implementation ICT in school administration in Kajiado County was very low. The study concluded that most schools in Kajiado County had not embraced ICT in various areas of administration. Therefore, the study recommends that proper technology should be put in place by purchasing of the required ICT facilities in schools to enhance management of schools using the current technology.
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Kramer, Steven L. "Connecting Research to Teaching: Block Scheduling and High School Mathematics Instruction." Mathematics Teacher 89, no. 9 (December 1996): 758–68. http://dx.doi.org/10.5951/mt.89.9.0758.
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Block scheduling is not a new phenomenon. It has been widely used in British Columbia, Ontario, and Alberta since the 1970s. In the United States, block schedules have become increasingly popular throughout the 1990s, and currently they are spreading to high schools in many regions.
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Ariantini, Made Suci, and Ayu Manik Dirgayusari. "Implementasi Metode Tabu Search Dalam Penjadwalan Menggunakan Analisa Pieces." INFORMAL: Informatics Journal 6, no. 2 (August 30, 2021): 62. http://dx.doi.org/10.19184/isj.v6i2.23811.
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Nowadays, Scheduling subjects is one of the first steps for starting the teaching and learning process in educational institutions. To do so, The role of teachers and school staff is very important and not easy because it takes a long time to compile it. SMK PGRI 4 Denpasar is one of the schools located in the city of Denpasar which is located on Jalan Kebo Iwa No 8, Padangsambian Kaja, Denpasar, Bali. It is a vocational high school that has a tourism expertise and computer engineering study program. Based on current results of observations and interviews, the process of making the subject schedules that run at SMK PGRI 4 Denpasar is still being done using Microsoft Excel, this has resulted in frequent errors in managing schedules such as conflicting schedule and it takes a long time to correct it. Tabu Search is an optimization method based on local search, where the search process moves from one solution to the next by selecting the best solution which is not classified as a prohibited solution. It is a combinatorial optimization problem-solving method that is incorporated into local search methods. This method aims to streamline the process of finding the best solution of a large-scale (np-hard) combinatorial optimization problem. Tabu search method to optimize the process of making the subject schedule and combined using PIECES analysis (Performance, Information, Economic, Control, Efficiency, Services). From this analysis, several problems will be obtained, which in the end can be identified clearly and more specifically, so that we can conclude some suggestions that will help in designing a new and better system. The Tabu Search method can be used to optimize the process of making the subject schedules at SMK PGRI 4 Denpasar, so that the scheduling process will be more easier than using Microsoft Excel.
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Hinrichs, Peter. "When the Bell Tolls: The Effects of School Starting Times on Academic Achievement." Education Finance and Policy 6, no. 4 (October 2011): 486–507. http://dx.doi.org/10.1162/edfp_a_00045.
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A number of high schools across the United States have moved to later bell times on the belief that their previous bell times were too early for the “biological clocks” of adolescents. In this article I study whether doing so improves academic performance. I first focus on the Twin Cities metropolitan area, where Minneapolis and several suburban districts have made large policy changes but St. Paul and other suburban districts have maintained early schedules. I use individual-level ACT data on all individuals from public high schools in this region who took the ACT between 1993 and 2002 to estimate the effects of school starting times on ACT scores. I then employ school-level data on schedules and test scores on statewide standardized tests from Kansas and Virginia to estimate the effects of bell times on achievement for a broader sample. The results do not suggest an effect of school starting times on achievement.
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Pau, Massimiliano, Federica Corona, Bruno Leban, Simona Piredda, Maria Marcella Vacca, and Gioia Mura. "Influence of School Schedules on Physical Activity Patterns in Primary School Children: A Case Study in Italy." Journal of Physical Activity and Health 14, no. 7 (July 2017): 501–5. http://dx.doi.org/10.1123/jpah.2016-0492.
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Background:Considering the relevant amount of time spent by children at school, it is essential to ensure that suitable levels of physical activity (PA) are guaranteed. This study aimed to assess possible changes induced in the amount and type of PA performed following the 2 schedules in Italian primary schools, namely regular and full time (30–40 h/week respectively).Methods:A sample of 169 children wore a triaxial accelerometer 24h/day for 7 consecutive days. Raw data were processed to calculate the number of steps, amount and intensity of the PA performed in morning, afternoon and evening time slots.Results:During weekday afternoon times (1:30 to 4:30 PM), children attending the full-time schedule spent significantly less time in sedentary behavior with respect to those who attend the regular time (54.7% vs. 60.0%, P < .001) and more time in moderate-to-vigorous activity (18.0% vs. 15.0%, P = .004). No differences between morning and evening times were found.Conclusions:The structure of the full time schedule, which includes a second recess, promotes higher and more intense levels of PA during the afternoon. Such information represent a useful input in planning differential PA activities for children attending the regular time to achieve similar PA levels for the whole school population.
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Ejore, Paul Ekeno, Daniel Komo Gakunga, and Musembi Nungu. "Effect of School Feeding Programme on Pastoralists’ Pupils’ Participation in Regular and Mobile Primary Schools in Turkana County, Kenya." Journal of Studies in Education 10, no. 4 (October 20, 2020): 40. http://dx.doi.org/10.5296/jse.v10i4.17747.
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Kenya’s Turkana County, being an arid area, is faced with numerous challenges that hinder education programs especially among school going pupils. Therefore, the study sought to establish the effectiveness of the government interventions measures on pastoralists’ pupils’ participation in regular and mobile primary schools in Turkana County. Based on the study, this paper explores the effectiveness of the school feeding programme in promoting access to education among pupils from pastoralist communities in the County. The study utilized both descriptive survey as well as mixed methods. It utilised a sample of 75 head teachers, 225 teachers, 375 pupils, 85 parents, 3 education officers (1 from each sub-county), 1 County Director of Education and 1 County Commissioner. For data collection, the study employed questionnaires, interview schedules and focus group discussions. Quantitative data was coded and keyed into the computer using Statistical Package for Social Science (SPSS). In order to test the effectiveness of the government intervention, regression test an (inferential statistics) was applied. The analysed data was presented using tables. The qualitative data from interview schedules and focused group discussion was organized into major themes as per the research objectives. The results were presented thematically using extensive description and direct quotations. Hypotheses were analysed using regression analysis. The findings of the study showed that the feeding programme influenced many pastoralists’ pupils’ participation in both regular and mobile primary schools. The study recommends that the government should make efforts to ensure that food is supplied to schools in in time. There is also need to enrich the nutritional quality of the food supplied to schools. This paper highlights the major contribution of school feeding interventions in increasing access to quality education among marginalised communities. It will inform future policies aimed at such interventions by governments and education stakeholders.
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Rönnberg, Linda. "A Recent Swedish Attempt to Weaken State Control and Strengthen School Autonomy: The Experiment with Local Time Schedules." European Educational Research Journal 6, no. 3 (September 2007): 214–31. http://dx.doi.org/10.2304/eerj.2007.6.3.214.
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In 1999, after a series of far-reaching reforms aiming at decentralisation, deregulation and increased local autonomy in Swedish education, the Government decided to introduce a five-year experiment, which would develop these reform efforts even further. Even though Swedish compulsory schools already were the most autonomous in Europe with regard to decision making on school time, an experiment which allowed schools to freely decide time allocation and time management was launched. At least on paper, the experiment indicates a shift from state control to local autonomy, allowing school professionals to be free to make decisions on time distribution previously controlled by the state. The aim is to analyse and discuss whether the experiment has affected school autonomy or not and how this can be understood. The theoretical point of departure is a two-dimensional view of autonomy, where both freedom of action and capacity for action need to be taken into account. The freedom of action (the discretionary space for local actors) provided within the experiment is analysed through three properties of the experimental programme: programme clarity, division of responsibilities and control mechanisms. The schools' capacity for action concerns the extent participating schools make use of the discretion provided within the experiment. This is analysed in three schools with reference to their ability to organise themselves in a flexible way, as well as to what extent the schools have shown previous capacity for action and readiness for reform. Based on this analysis of the experiment, it is concluded that if reform efforts are made to increase school autonomy, they should not one-sidedly be focused on increasing local actors' freedom of action (such as abolishing the national time schedule). Such efforts should also be accompanied by measures to reinforce local actors' capacity for action. Unless local actors can make use of the discretion given to them by a superior (political) body, local autonomy will be far less than was intended, since freedom to act exceeds the actual capacity to act.
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Jeffres, Meghan, Wesley Kufel, Lauren Biehle, Jonathan Cho, Navaneeth Narayanan, and Conan Macdougall. "981. A Comprehensive Survey of Infectious Diseases Curriculum Among US Pharmacy Schools." Open Forum Infectious Diseases 5, suppl_1 (November 2018): S41. http://dx.doi.org/10.1093/ofid/ofy209.097.
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Abstract Background Pharmacists are key partners in institutional antimicrobial stewardship and require adequate knowledge and skills in antimicrobial pharmacotherapy to fulfill this role, whether or not they have specialized postgraduate training in infectious diseases (ID). The objective of this study was to describe ID topics and teaching strategies across US schools of pharmacy. Methods A 23-question electronic survey was sent to ID faculty or curricular deans at all 137 US pharmacy schools. Results Surveys were collected from 106 schools (77% response rate). ID curriculum was allotted 60 (IQR 40–80) hours of classroom time and primarily taught in the third year. Respondents dedicated 33% of curriculum hours to ID fundamentals and 66% to disease states. Content was primarily delivered through traditional lectures compared with active learning (75% and 25%, respectively). Greater than 94% of schools taught all tier 1 ID topics from the 2016 American College of Clinical Pharmacy Pharmacotherapy Didactic Curriculum Toolkit. Utilization of active learning methods and time allocated to ID fundamentals differed across schools. Public schools dedicated more time to antimicrobial fundamentals than private schools (40 vs. 30 hours, P = 0.023). Schools using a block schedule allotted more classroom hours to ID content than schools using semester or quarter schedules (77.5 vs. 60 vs. 50 hours, P = 0.001). Schools established less than 5 years ago devoted more classroom hours to active learning than schools established 5 to 10, 11 to 20, and greater than 20 years ago (65 vs. 25 vs. 25 vs. 20, P = 0.012). Private schools were more likely to consistently or frequently use audience response systems (86% vs. 68%, P = 0.037) and concept maps (27% vs. 6%, P = 0.005) compared with public schools. Public schools were more likely to use debates (18% vs. 2%, P = 0.006). Schools established 10 or less years ago were more likely to use concept maps (28% vs. 12%, P = 0.050), games (38% vs. 19%, P = 0.050), and simulation (41% vs. 18%, P = 0.015). Conclusion Increased communication and collaboration between ID pharmacotherapy educators is warranted to increase consistency of ID education and distribution of educational innovations. Disclosures All authors: No reported disclosures.
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Kubaison, Simon. "utilization of Public-Private- Partnerships in schools." African Journal of Science, Technology and Social Sciences 1, no. 2 (December 23, 2022): 169–73. http://dx.doi.org/10.58506/ajstss.v1i2.18.
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This is a preliminary study on public-private partnerships in public secondary schools in Tigania west Sub-county.The Objective of the study was to Investigate the models of public-private partnerships available in public secondary schools in Tigania West sub-county. The study was conducted in 46 public secondary schools between September and December 2021. The main data collection instruments comprised an observation checklist and Interview schedules. School managers, KEPSA, and Ministry of Education officials provided interviews. Key findings include low levels of PPP intake in schools, poor performance in examinations, dilapidated infrastructure, under-utilization of certain facilities, lack of initiativeness by school managers, and lack of policy guide from MOE on implementation of PPPs in schools. The key PPP model preferred in schools was Annuity payment, followed by PFI. The study recommends decentralization of PPP projects and authority in the education sector to aid school management benefit from the PPP Act of 2013.
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Muggy, Luke, and Todd Easton. "Generating class schedules within a complex modular environment with application to secondary schools." Journal of Scheduling 18, no. 4 (December 2, 2014): 369–76. http://dx.doi.org/10.1007/s10951-014-0403-z.
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Iqbal, Muhammad, Liza Nurfadillah, Ayu Rahmini Hia, Suri Lestari Br. Purba, and Ahmad Naufal. "Implementasi Kebijakan Pendidikan Full Day School di SMP-IT Nurul Ilmi." Journal on Education 5, no. 2 (January 18, 2023): 3228–338. http://dx.doi.org/10.31004/joe.v5i2.990.
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This study aims to describe 1) Implementation of the Full Day School policy carried out at SMP-IT Nurul Ilmi Medan Estate; 2) The problems faced at SMP-IT Nurul Ilmi Medan Estate in implementing the Full Day School; 3) Solutions made in solving the problem of implementing the Full Day School policy at SMP-IT Nurul Ilmi Medan Estate. The research method used is qualitative research with descriptive methods. Data obtained through interviews, observation, and documentation studies. The results of this study indicate that the implementation of the Full Day School policy has been carried out based on the Character Education Strengthening Policy made by the Ministry of Education of the Republic of Indonesia. Problems that arise during the implementation of Full Day Schools include inadequate facilities and infrastructure, adaptation of teachers, employees and students which takes a relatively long time, concerns parents of students for their children who are in grades 7 and 8 and adjustments to school schedules and student activities outside of school that have been previously scheduled. The solution taken by the school with existing problems is to always socialize student activities in the Full Day School policy, provide dispensation for students who have previously scheduled activities outside of school, carry out weekly evaluations and collaborate with institutions that can support Full Day School activities in schools.
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T., Adolphus, Aderonmu T.S.B, and Naade N.B. "EFFECT OF SCHOOL CLIMATE ON TEACHING AND LEARNING OF PHYSICS IN SENIOR SECONDARY." International Journal of Online and Distance Learning 1, no. 1 (July 15, 2021): 1–15. http://dx.doi.org/10.47604/ijodl.1314.
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Purpose: The study investigated the effect of school climate on teaching and learning of physics in senior secondary schools.
Methodology: The mixed research design, specifically descriptive and exploratory analysis method was employed for the study. 14 Physics teachers and 248 Physics students were purposively selected from four secondary schools in Rivers State, Nigeria. Instruments for data collection includes Questionnaire for Physics Teachers (QPT), Questionnaire for Physics Students (QPS) and two semi-structured interview schedules which are Interview Schedule for Teachers (ISfT) and the Interview Schedule for Students (ISfS). Data were analyzed using mean and percentage for the research questions while hypotheses were tested at 0.05 level of significance using t-test.
Results: The findings of the study revealed that although Physics teachers enjoy a fairly good working relationship with their students, both teachers and students maintained that their school climate were not friendly and conducive for teaching of Physics. The study further revealed that there were no significant differences between male and female Physics teachers and students on their mean responses on school climate related factors affecting the teaching and learning of Physics.
Unique contribution to theory and practice: The study recommended exigent need for synergy among all stakeholders in the secondary school to encourage the prevalence of harmonious relationship that will enhance effective teaching and learning of Physics among others.
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Derrick, OkinyiDeya, Indoshi, F. C, and Oracha P. "Methods used in Implementing Games programs and their Effects on Academic achievement in Secondary Schools in Rongo Sub-County, Migori County, Kenya." JOURNAL OF SOCIAL SCIENCE RESEARCH 7, no. 1 (March 17, 2015): 1242–49. http://dx.doi.org/10.24297/jssr.v7i1.6634.
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Generally, it has been established that games are part of non-formal curriculum and they do complement the formal curriculum. However, in secondary schools, games have been treated as second rate. Methods used in implementing of games programs varies from one school to another because of the varied support given and its value in enhancing academic achievement has not been established. The purpose of this study was to investigate the implementation of games and its contribution to students academic achievement in secondary schools in Rongo Sub- County, Kenya. The objective of this study was to determine methods used in implementing games programs in secondary schools in Rongo Sub-County secondary schools and their effects on academic achievement.The study adopted correlation, survey and ex post facto designs. The target population included 50 games teachers, 50 head teachers and 2000 form four students in 50 schools in Rongo Sub-county that sat for the Rongo Sub-County Examinations in the year 2010. Saturated sampling technique was used to select 46 games teachers and 46 head teachers used in the study. Stratified random sampling technique was used to select 700 form four students who were a divided into two equal groups (n=350) named as experimental group and control group. Students questionnaires, games teachers questionnaires, games teachers interview schedules, head teachers interview schedule and an observation schedule for games facilities were used to collect data. Quantitative data was analyzed using descriptive statistics while qualitative data was received in verbatim form, transcribed and reported according to emerging themes. Findings for the study the study further established that academic achievement had some relationship with the level to which a student participated in games programs. It was recommended that school administrations should provide adequate material and support for implementing games and special attention should be given to the academic wellbeing of participants in games since games do contribute to better academic achievement of students.
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Wearne, Eric. "Hybrid homeschools: Organization, regulatory environments and reactions to COVID-19." Journal of Pedagogy 12, no. 1 (June 1, 2021): 99–118. http://dx.doi.org/10.2478/jped-2021-0005.
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Abstract This study reports the results of a survey conducted with a set of “hybrid homeschool” leaders (principals or directors) from around the United States who were asked to describe 1. how their families categorize themselves (as homeschoolers, or as members of private schools), 2. the ways in which their schools operate in terms of scheduling, hiring, etc., 3. how their schools are regulated in the various states, and how they work within those regulatory frameworks, and 4. how they were affected by COVID-19, both in the spring of 2020 and the fall of 2020. Respondents provided a variety of names to describe their schools and a split in how families see themselves. In terms of staffing, schedules, tuition, and similar issues, the schools provide several arrangements, within some consistent constraints. Respondents noted a variety of regulatory situations in their respective states, but none felt over-burdened. Neither did any respondents point out particular problems that required regulatory relief. Regarding COVID-19, most schools reported feeling much less disruption compared to nearby conventional (5-day per week) schools.
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Alda, Muhamad. "Aplikasi Penjadwalan Laboratorium Berbasis Android Pada SMK Bina Satria." Komputika : Jurnal Sistem Komputer 11, no. 2 (February 21, 2022): 147–56. http://dx.doi.org/10.34010/komputika.v11i2.6011.
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SMK Bina Satria is one of the schools located in the city of Medan which is tasked with educating the nation's children to have better quality human resources. The laboratory scheduling system is still done conventionally. The schedule for using the laboratory is recorded in a book and then socialized to each teacher concerned. By doing this method, there are still some problems that occur, among others, teachers need a lot of time and energy in obtaining information about the laboratory schedule because they have to come directly to the school. In addition, the admin also has difficulty in conveying laboratory schedule information to the teachers because the admin has to socialize with the teachers one by one. The author conducted this research to design and build an android-based laboratory scheduling application at SMK Bina Satria. With this application, it is hoped that this application can help the SMK Bina Satria admin in processing laboratory schedules and assisting SMK Bina Satria teachers in obtaining laboratory schedule information easily and quickly via an Android smartphone. This application is built using Kodular application and Airtable database.
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Belay, Mehari Tesfamariam, Dr David Wanyonyi Khatete, and Dr Bernard Chomba Mugo. "TEACHERS' ATTITUDE TOWARDS INTEGRATING ICT IN CLASSROOM INSTRUCTION IN TEACHING AND LEARNING BIOLOGY IN SECONDARY SCHOOLS IN THE SOUTHERN REGION, ERITREA." Journal of Education and Practice 4, no. 1 (April 17, 2020): 56. http://dx.doi.org/10.47941/jep.393.
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Purpose: The research was to establish teachers' attitude towards integrating ICT in classroom instruction Methods: The study was carried out in secondary schools of the southern region, Eritrea. A descriptive survey research design was adopted. The study targeted 27 public secondary schools in the region. Stratified random sampling technique was used to get a sample of 12 secondary schools from 12 sub-regions. The sample of respondents of the study was drawn from these 12 secondary schools of 12 sub-regions. The respondents were 12 school directors, 34 Biology teachers and 175 grade eleven students. Questionnaires, interview and observation schedules were used as instruments for data collection. Questionnaire for Biology teachers and students, Interview Schedule for school Directors, were employed. Piloting and consultation were conducted to establish validity and reliability before the instruments were used for the actual data collection. The data collected included both qualitative and quantitative data. The quantitative data were analyzed using Statistical Package for Social Sciences (SPSS). The qualitative data obtained from the open-ended questions were analyzed thematically based on research objectives.Results: The study found that majority of Biology teachers who participated in the study had a positive attitude towards the use of ICT in teaching and learning. They liked to use ICT in their Biology lessons; they believed ICT makes learning Biology interesting, understandable and improves learners' performance Unique Contribution to Theory, Practice and Policy: The study recommended that Ministry of Education should provide adequate in-service training on ICT integration skills for teachers
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Odide, Martin Okoth. "Financial Resource Management and Its Influence on Students Academic Performance in Public Secondary Schools In Langata Sub-County, Nairobi County-Kenya." International Journal of Scientific Research and Management 9, no. 11 (November 30, 2021): 2658–737. http://dx.doi.org/10.18535/ijsrm/v9i11.em13.
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The aim of the study was to examine the influence of financial resource management on the students’ academic performance in public secondary schools in Lang’ata sub-county, Nairobi County- Kenya. The study was premised on behavioural leadership theory propounded by Kurl Lewin in the 1930’s which emphasizes that people can learn to become leaders through training and observation. The following research questions were formulated to guide the study: What is the influence of budget management on students’ academic performance in public secondary schools in Lang’ata sub – county, Nairobi County? ; What is the influence of financial controls on the students’ academic performance in public secondary schools in Lang’ata sub – county, Nairobi County? ; What challenges do Principals of Public secondary schools face in the management of finances?; What strategies, with regard to financial resource management, are used by Principals of Public secondary schools in Lang’ata sub-county to improve academic performance?
Descriptive research design was adopted for the study. The study was conducted in public secondary schools. The target population comprised five (5) public secondary schools. Purposive sampling technique was used to draw 5 principals, 5 bursars, 5 B.O.M representatives, 15 H.O.Ds, 30 teachers and 200 students’ representatives giving a total of 260 participants. Data was collected using questionnaires, interview schedules, and observation schedules. A pilot test was conducted on some staff to ensure the validity of the instruments. Data obtained through open-ended questionnaires was analysed using descriptive and inferential statistics. Ethical issues such as confidentiality, informed consent, privacy and anonymity were given paramount considerations.
Therefore, the findings of the study revealed that financial resources management can truly affect student’s academic performance. Furthermore, the researcher found out that not all staffs are involved in budget making or financial plans of the schools. Additionally, the researcher found out that most students are suffering due to lack of finances by their parents and guardians. Finally, financial stability goes hand in hand with educational success. Truly all teachers and staff need full adequate finances in order to ensure that the school’s programs run smoothly and with ease for all. Also the researcher found out that most students studying in public schools have fees challenges, especially those in the slums like Kibera constituency – Lan’gata Sub County. The study recommends that all Bursars and Boards of Management Representatives should be appointed with their merit certificate to the specific spot of the work in order to avoid any corruption in the field of their duties within the school environment. Additionally, students, should be provided with adequate teaching/learning materials; the teachers, heads of departments, finance committee, top management and the principal should treat the students fully as learners, and they should not dismiss any student from the school due to lack of fees; they should also provide counselling/ social workers departments to check on the students welfare and their mental problems regularly. Finally, the study recommended the following for further study; financial resource management and its influence on student’s academic performance in private secondary schools in Lang’ata sub-county, Nairobi county-Kenya: to find out whether there are similarities in the findings of the study between public secondary schools and private secondary schools.R
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Neilson, Lisa J., Lesley A. Macaskill, Jonathan M. H. Luk, Navreeti Sharma, Marina I. Salvadori, Jamie A. Seabrook, and Paula D. N. Dworatzek. "Children’s School-Day Nutrient Intake in Ontario: A Cross-Sectional Observational Study Comparing Students’ Packed Lunches from Two School Schedules." Nutrients 14, no. 9 (May 8, 2022): 1966. http://dx.doi.org/10.3390/nu14091966.
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This study compared the caloric and nutrient values of packed lunch contents and consumption in the Balanced School Day (BSD) (two 20 min eating periods) versus the Traditional Schedule (TS) (one 20 min lunch). Foods consumed during school were assessed by direct food observation in 321 grade 3 and 4 students, aged 7–10 years, at 9 BSD and 10 TS elementary schools in Ontario. Packed lunch contents in the BSD were significantly higher than the TS in energy (3128.14 ± 1100.36 vs. 2658.98 ± 951.34 kJ, p < 0.001, respectively). Similarly, carbohydrates, total sugar, protein, fat, saturated fatty acids (SFA), calcium, iron, and sodium were significantly higher in the BSD versus TS packed lunches. Correspondingly, students in the BSD consumed significantly more energy, carbohydrates, total sugar, and SFA compared to the TS. Overall, lunches brought by students in the BSD schedule provided more energy across all macronutrients, with only a few micronutrients showing increased amounts, suggesting two 20 min eating opportunities could contribute to excess caloric intake during school, potentially contributing to the prevalence of childhood overweight and obesity in Canada. Furthermore, packed lunches in both schedules had excess amounts of nutrients of concern and much work is needed to ensure that children in Canada receive nutritious lunches at school.
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Yoshida, Hiroyuki, and Noriyuki Kida. "Sense of Presence and Anxiety Depending on the Daily Schedules in Junior High Schools." Psychology 08, no. 09 (2017): 1424–36. http://dx.doi.org/10.4236/psych.2017.89094.
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Snyder, Yaakov, Yale T. Herer, Michael Moore, Avishai Catane, and Richard M. Novak. "The Flexible Scheduling Paradigm: The Prototype School." International Journal of Emerging Technologies in Learning (iJET) 14, no. 05 (March 14, 2019): 75. http://dx.doi.org/10.3991/ijet.v14i05.9683.
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The flexible scheduling paradigm (FSP) improves student learning by dynamically redeploying teachers and other pedagogical resources to provide students with customized learning conditions over shorter time periods called ‘mini-terms’ instead of semesters or years. By conceptualizing the school curriculum as a physical map, we customize the routing of students through curriculum using a core curriculum-targeted mastery-based approach. FSP increases deployed teacher effectiveness by making customized mentoring part of teacher’s regular schedules and by deploying teachers to their strengths. We establish a prima facie case for FSP by building comparative simulations of various schools as they are currently run (the Present Schools) and the same schools as they would be run with FSP (the Schools of the Future). Statistical results of the simulations confirmed that using FSP can increase key educational metrics including graduation rates, final course grades, mean grades in core curriculum, average teacher effectiveness, and the quality of teacher deployed expertise.
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Correa, Cyntia Pace Schmitz, Lina Santana Hermuche, Alessandra Lamas Granero Lucchetti, Oscarina da Silva Ezequiel, and Giancarlo Lucchetti. "Current status of Brazilian interprofessional education: a national survey comparing physical therapy and medical schools." Revista da Associação Médica Brasileira 65, no. 10 (October 2019): 1241–48. http://dx.doi.org/10.1590/1806-9282.65.10.1241.
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SUMMARY OBJECTIVES To investigate how many Brazilian medical and physical therapy schools have initiatives and courses related to IPE in their curricula, assessing the barriers and factors associated with their implementation and comparing the differences between both programs. METHODS This nationwide survey was carried out in 2017 and included representatives of all physical therapy and medical schools in Brasil. Offers of interprofessional activities and related opinions and barriers were evaluated. RESULTS A total of 76 (33.9%) of the medical and 159 (41.4%) of the physical therapy schools answered the questionnaires. At least 68.4% of the medical schools and 79.2% of the physical therapy schools have IPE initiatives, although the number of mandatory courses and clerkships is still low. Despite recognizing IPE’s importance in health education, school representatives see the lack of integration of programs, conflicting schedules, and the lack of institutional support as barriers. In physical therapy, there is a smaller perception of barriers and greater incorporation of mandatory programs in the curriculum. CONCLUSION These results will help in the development of future interventions that can enhance IPE in curricula in developing countries.
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Turner, Jon Scott, Kim Finch, and Uribe-Zarian Ximena. "Staff Perspectives of the Four-Day School Week: A New Analysis of Compressed School Schedules." Journal of Education and Training Studies 6, no. 1 (December 21, 2017): 52. http://dx.doi.org/10.11114/jets.v6i1.2769.
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The four-day school week is a concept that has been utilized in rural schools for decades to respond to budgetary shortfalls. There has been little peer-reviewed research on the four-day school week that has focused on the perception of staff that work in school districts that have recently switched to the four-day model. This study collects data from 136 faculty and staff members in three rural Missouri school districts that have transitioned to the four-day school week within the last year. Quantitative statistical analysis identifies strong support of the four-day school week model from both certified educational staff and classified support staff perspectives. All staff responded that the calendar change had improved staff morale, and certified staff responded that the four-day week had a positive impact on what is taught in classrooms and had increased academic quality. Qualitative analysis identifies staff suggestions for schools implementing the four-day school week including the importance of community outreach prior to implementation. No significant differences were identified between certified and classified staff perspectives. Strong staff support for the four-day school week was identified in all demographic areas investigated. Findings support conclusions made in research in business and government sectors that identify strong employee support of a compressed workweek across all work categories.
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Makworo, Edwin Obwoge, Abuya Teresa Kwamboka, and Nyakoe George Morara. "E-Readiness Status of Primary Schools Implementing Digital Devices in Kisii County." International Journal of Recent Contributions from Engineering, Science & IT (iJES) 8, no. 1 (March 31, 2020): 24. http://dx.doi.org/10.3991/ijes.v8i1.12567.
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<p>Delivery of education content to learners in many learning environments has greatly been enhanced by the deployment and implementation of Information Communication Technologies (ICTs) in the world today. Many developing countries are putting in place strategies to ensure their education systems use ICT to improve and diversify learning to meet the global changes in technology. In Kenya, ICT Integration in Primary Education is one of the key flagship programmes that has received keen attention by the government in the past few years through the primary schools Digital Literacy Programme (DLP). This research endeavoured to establish the e-readiness of primary schools implementing use of digital devices in Kisii County. Survey research design was applied in the study. The population of the study constituted of 710 primary school head teachers, 1,420 standard one and two teachers and 71,000 standard one and two pupils. Sample size was determined using the fisher formula and the sample consisted of 249 primary school head teachers, 302 standard one and two teachers and 381 standard one and two pupils. Purposive sampling was used to select schools, head teachers and teachers. Simple random sampling was used to select the specific schools to include in the study and proportionate sampling was used to determine the number of respondents from each school. The research instruments applied in the research included self-administered questionnaires for teachers and head teachers and interview schedules for pupils. To ascertain the reliability of the research instruments, a pilot test was carried out and a Cronbach’s alpha coefficient of 0.76 was realized. Data was analysed qualitatively and quantitatively using descriptive statistics in SPSS.The research established that the main impediment to implementation of the DLP was the psychological and financial readiness within the schools. There should be a well planned training schedule for teachers and a budget be put in place for the primary schools for the DLP.</p>
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Ahadi, Adrien Lukunga, and Gloria Chéckina Bolokwa. "Difficulties that Teachers Face when Incorporating Teaching Technologies in Secondary Schools in Madingou District, Congo." American Journal of Technology 1, no. 1 (November 12, 2022): 24–38. http://dx.doi.org/10.58425/ajt.v1i1.66.
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Purpose: The purpose of this study was to investigate the difficulties facing secondary school teachers and students in the use of teaching technologies.
Methodology: This was a descriptive survey design. Data was collected using questionnaires, interview schedules and observation schedules. The obtained data were analyzed systematically using descriptive statistics and presented with the help of frequency tables, graphs and percentages.
Findings: The results of the study established that most of the teaching technologies were available but inadequate in terms of quantity. Not all the teaching technologies were easily accessible for both teachers and students for teaching and learning processes.
Conclusion: The study concluded that the use of teaching technologies was influenced by their availability, how the technology will enhance learning, knowledge and skills on use, syllabus requirement, accessibility and administration among others.
Recommendation: The study recommends the Ministry of Education, Science and Technology should organize seminars, workshops and any other in-service courses frequently to familiarize and sensitize with a wide range of teaching technologies and their potentials. This could trigger teachers’ creativity and innovation in the use of teaching technologies in teaching and learning process.
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Buskila, Yaffa, and Tamar Chen-Levi. "Intense Teaching Schedule in Israeli Teachers." ATHENS JOURNAL OF EDUCATION 8, no. 3 (February 5, 2021): 329–48. http://dx.doi.org/10.30958/aje.8-3-5.
Full textAbstract:
The teaching profession is highly stressful. Stress is a negative phenomenon that develops under conditions of uncontrollable, prolonged and increased pressure. In this study, our goal is (a) to investigate teachers' perception of the sources of stress in school in light of the neoliberal reforms and (b) to compare these sources of stress in primary school, middle school and high school teachers. We hypothesize that the demands and the workload to improve scores in standardized tests, increase the need of teachers to take work home. Therefore, home demands may conflict with school demands. Furthermore, the greatest pressure is on elementary and middle school teachers: Early efforts to improve student achievements in the lower grades would result in better-prepared students in high schools. Data about the sources of stress is based on a previous study of Buskila, Buskila, Giris and Ablin (2019) that investigated the connection between the effects of stress on teachers on somatic syndromes. Three hundred and twenty-one public school teachers working in the Ministry of Education (MOE) in Israel participated in the study. Findings of the mean of the entire samples revealed that the highest level of stress was caused by intense teaching schedule with insufficient breaks. The second cause was related to the composition of the students in the class, and the third was home demands conflicting with school demands. In the middle schools, the highest levels of stress are caused by school principals (M=5.98, SD=3.09) and second is in high school (M=5.00, SD=3.33). The highest level of stress caused by the superintendent is on primary school teachers (M=3.97, SD=3.33) and the second are the middle school teachers (M=3.79, SD = 2.95). The lowest stress level was in high school (M=2.68, SD=2.83). Three significance differences of stress were found among primary, middle, and high schools: The school principal is the highest source of pressure in the middle schools (P=.034), and the superintendent causes the highest level of stress in primary schools (P=.006). The third cause was in high school, related to physical school conditions (p=.002). These results are relevant to teachers, educators, and policy makers involved in planning and managing educational strategies and teachers’ schedules. Identifying and preventing the sources of stress can facilitate better teaching conditions, and a more effective and efficient atmosphere in school. Keywords: Stress at school, teachers' stress, causes of stress in school
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Rochmadi, Sunar. "INDUSTRY PARTNERSHIPS LEARNING MODELS FOR SURVEYING AND MAPPING OF VOCATIONAL HIGH SCHOOLS." Jurnal Pendidikan Teknologi dan Kejuruan 23, no. 2 (September 11, 2016): 210. http://dx.doi.org/10.21831/jptk.v23i2.12304.
Full textAbstract:
This study aims to identify a learning involving the world of work, to formulate the learning model, and to evaluate the learning model. This study used a qualitative approach for design and development research, consisting of the development and validation steps. The study concludes as follows. (1) the learning through partnerships having been conducted in all vocational high schools were industrial practice and vocational practice examination. (2) the constraints of learning through partnerships were mainly the far distance and the industry schedules that did not always match with the school’s. (3) the model development could be done by improving the learning quality by industrial practices in the private companies and with adding the learning model by industry visits, guest teaching, and up-to-date technology training. (4) the implementation of the developed model showed the feasibility and the effectiveness to prepare the students with the competencies required by the world of work. (5) the learning models through partnerships that could be practiced were guest teaching, orientation for industrial practice, industrial practices, students’ industry visits, up-to-date technology training, and vocational practice examination.
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Salama, Ramiz, Krell Chiparausha, and Faysal Bsatar. "E-learning system of teaching english language." Global Journal of Information Technology: Emerging Technologies 12, no. 1 (April 30, 2022): 34–42. http://dx.doi.org/10.18844/gjit.v12i1.7108.
Full textAbstract:
The use of E-learning platforms for education in recent times has been on the rise. The purpose of this work is to provide an overview of the web application. This paper provides an overview of a web-based application as a result of the project titled “22nd Century English”. This is a web platform that arranges schedules and scheduled video conferences between students and lecturers. A lot of teachers especially English Teachers have extra time with which they can teach but without commitment, because of their commitment to their Teaching Institution. With the opportunity to handle freelance lessons through the developed application, teachers have the ability to earn extra income while helping other students outside their schools. This platform also helps students to learn English remotely without wasting time with traveling or intense commitment. Keywords: E-learning; English teaching; learn press; LMS. Keywords: LMS, learn press, e-learning, English teaching, efficiency of English learning;
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Jeniffer, Kimeto, and Stephen Tomno Cheboi. "Teachers’ Collegiality and its Influence on Learners’ Academic Performance in Public Secondary Schools of Baringo North Sub-County, Kenya." East African Journal of Interdisciplinary Studies 3, no. 1 (July 10, 2021): 144–50. http://dx.doi.org/10.37284/eajis.3.1.358.
Full textAbstract:
The purpose of the study was to establish the effects of teachers’ collegiality on learners’ academic performance in public secondary schools of Baringo North Sub-County, Kenya. The study employed mixed methods approach which utilized questionnaires and interview schedules. It adopted a descriptive research design in carrying out the study. The target population comprised 27 principals and 216 teachers in the 27 public secondary schools of Baringo North Sub County. A simple random sampling technique was used to select 138 teachers while 24 principals were purposively selected. From these populations, two schools were selected to pilot the research tools where a reliable Cronbach’s Alpha coefficient of 0.77 was obtained upon computation. Validity of the research instruments was carried out by the University supervisor and necessary revision done. Questionnaires were used to collect quantitative data from teachers while interview schedule was used to collect qualitative data from principals. Quantitative data were analysed to obtain means, percentages, and standard deviation. Qualitative data on the other hand were analysed and presented thematically alongside the quantitative data. Inferential statistics were run to test the null hypothesis using Pearson’s Linear Correlation Coefficient. The findings established that teachers’ collegiality influences learners’ KCSE academic performance in public secondary schools of Baringo North Sub-County. However, there was a weak positive correlation between teachers’ collegiality and learners’ academic performance. It also established that though collegiality was not fully practiced there was a strong synergy among teachers to improve learners’ performance. The study recommends that teachers need to be supported by headteachers to collaborate to offer the best services to their learners and create more meaningful work. School headteachers should enhance teamwork among teachers to perform their best and staff members should meet or interact regularly, share ideas and expertise to attain higher performance.
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Kimengich, Cheruse Joel, Viviline Ngeno, and Kaptingei Solomon. "Relationship between headteachers' commitment and learners' academic performance in primary schools in Kericho County, Kenya." Global Journal of Educational Research 19, no. 2 (January 4, 2021): 193–205. http://dx.doi.org/10.4314/gjedr.v19i2.7.
Full textAbstract:
The purpose of the study is to investigate the relationship between headteacher’s commitment and learners’ academic performance in primary schools in Kericho County, Kenya. The study was based on the transformational leadership theory. The research design employed was the convergent parallel mixed methods design. The target population consisted of 801 headteachers (524 public schools and 277 private schools) and 5933 teachers in the primary schools, 31 CSOs, 6 TSC Sub County directors and 6 MOE Sub County directors in Kericho County. Simple random and stratified sampling were used to sample 86 head teachers, Purposive sampling was used in selecting 172 teachers, 10 CSOs, 6 TSC Sub County directors and 6 MOE Sub County directors in Kericho County from Kericho County. Data was collected using questionnaires and interview schedules. Data on academic performance was collected using secondary data approach. Piloting was done in 9 primary schools in the neighboring Bomet County. Quantitative data was analysed using descriptive and inferential statistics such as pearsons correlation moments and regression. Qualitative data was analyzed using textual analysis. The study established that headteachers’ commitment did not have a statistically significant relationship with learners’ academic performance in primary schools in Kericho County. The regression analysis were as follows. Headteachers' Commitment and learners’ academic performance (Beta = -0.012; p = 0.914).
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Schmidt, Martin, Brian Pinney, and Sarah Werning. "Declining Student Performance and Satisfaction following Back-to-Back Scheduling of Foundational Science Exams: Experience at a Large US Osteopathic Medical School." Education Sciences 12, no. 2 (January 29, 2022): 94. http://dx.doi.org/10.3390/educsci12020094.
Full textAbstract:
Examinations are a significant source of academic stress, particularly in the demanding environment of medical education. In order to reduce the burden of anxiety, burnout and depression among students, medical schools aim at reducing academic stress by exploring alternatives to frequent, high-stakes assessment schedules. The bundling of examinations into integrated block assessments has emerged as a successful strategy to reach this goal, as the resulting reduction in examination days can provide uninterrupted periods of study time that allows for a deeper understanding of material as well as an opportunity for students to take wellness breaks between exams. The present study examines the outcomes of a natural experiment on back-to-back exam scheduling in two related medical school courses post hoc. The outcomes of the scheduling change on the academic performance and satisfaction of examinees were analyzed with a mixed-methods approach. The data show that the transition from a spaced-out to a back-to-back exam schedule was accompanied by a drop in academic performance and student satisfaction with the curricular schedule. The data presented suggest that without proper curricular integration, the block scheduling of exams has negative effects on learning outcomes and student satisfaction.
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LYDIAH, ISOE, ODERA PETER, and POIPOI MOSES. "PSYCHOLOGICAL EFFECTS OF EARLY ENROLLMENT TO BOARDING PRIMARY SCHOOLS ON PUPILS’ ACADEMIC PERFORMANCE IN MALAVA SUB-COUNTRY, KENYA." Quantum Journal of Social Sciences and Humanities 1, no. 3 (August 6, 2020): 33–41. http://dx.doi.org/10.55197/qjssh.v1i3.19.
Full textAbstract:
Psychological trauma is a type of mental damage due to exposure to or experiencing of a traumatic event. Sending children to boarding schools early when they are still under age has been classified as form of traumatic event with undesired outcomes. Guided by Erik Erikson’s theory of psychosocial development, this study set out to establish the psychological effects of early enrolment to boarding schools on pupils’ academic performance in Malava Sub-County in Kakamega County, Kenya. The total study population was 1479 respondents comprising of 1139 pupils, 103teachers, 228 parents, an education officer and 8 head-teachers. Using descriptive research design, the study sampled 381 respondents from the 8 schools within the sub-county comprising of pupils, teachers and parents. The data was collected using questionnaires and interviews schedules. The study employed test-retest reliability method to pilot study instruments in two schools. The collected data was cleaned, coded and analyzed using SPSS 20.0. Study findings indicate that pupils who were enrolled to boarding schools before attaining 12 years of age performed poorer in general terms compared to those pupils who joined after attaining 12 years. The study concluded that early enrolment to boarding schools is associated with psychological effects which may affect academic performance. The study therefore recommends that pupils be enrolled to boarding schools after 12 years of age.